Ambulatory Care Leadership Track
Overview
Physicians planning careers as leaders and clinicians in the ambulatory environment need
enhanced training beyond that offered in a traditional academic categorical medicine
program. These physicians will need an in-depth understanding of current and evolving health
care delivery models, effective leadership skills, outstanding clinical skills, and the ability to
deliver high-quality, cost-effective care across a range of settings.
The ambulatory care leadership track (ACLT) is ideally suited for Duke internal medicine
residents not only planning to practice in the ambulatory environment, but also aspiring to
function as leaders. These physicians might choose an administrative role such as a clinic chief,
an academic role such as a clerkship or residency program leader, or perhaps function as a
community leader.
Goals
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Provide education and training that will allow participants to experience more successes
in their current roles
Strengthen the pipeline for Duke Medicine’s next round of leaders
Provide a management toolkit that allows participants to lead and grow their group with
increased efficacy
Strengthen the institution through engagement and innovation and improve its culture
Clinical Skills Course (CSC) – practical training and leadership opportunities in a clinical setting.
Duke Academy for Health Professions education and Academic Development (Duke AHEAD)
Overview
The mission of the Duke Academy for Health Professions Education and Academic Development
(Duke AHEAD) is to promote excellence in the education of health professionals by creating a
community of education scholars, fostering innovation in health professions education,
supporting outstanding teachers, providing faculty development programs, and facilitating
quality education research.
Goals
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Provide faculty development programs aimed at enhancing the teaching and
pedagogical expertise of the faculty
Advance excellence and innovation in Duke’s health professions educational programs
Mentor faculty to be leaders who will shape the future of health professions education
Serve as a centralized resource for faculty who wish to pursue an interest in education
and education research
Enhance and increase Duke’s scholarly contributions to the educational literature
Recognize and reward exceptional faculty contributions to health professions education
Provide guidance to AP&T committees regarding the definition and measurement of
pedagogical expertise, education contributions, and excellence in teaching
Develop strategies to streamline educational efficiency across Duke’s health professions
programs
Establish and sustain effective partnerships among existing educational programs across
Duke.
Duke Environmental Leadership
Overview
The Duke Environmental Leadership (DEL) Program advances the Nicholas School Mission by
providing innovative educational and outreach opportunities designed specifically for
environmental, business and community leaders.
Duke Geriatrics Fellowship Program
Overview
The Geriatric Fellowship Program at Duke University Medical Center trains physicians to become excellent
investigators and clinician-educators in geriatrics and gerontology, and to serve as national leaders in the field.
Over the past 20 years, our training program has graduated more than 90 physicians, many of whom have gone on
to become investigators or clinician-educators at academic centers across the United States.
The Duke Geriatrics Fellowship Program can be structured to last from one to three years, depending upon
individual needs and available funding
Duke Internal Medicine Residency
Overview
Here at Duke, our dedicated faculty nurture the intellectual curiosity of our internal medicine
trainees. Our program will train you, challenge you and prepare you. In a national survey of
physicians on the quality of postgraduate training programs, Duke Internal Medicine Program
came in 6th overall.
Program leaders and faculty work with residents to develop individual learning plans. Intensive
career development ensures successful training in Internal Medicine and provides trainees the
opportunity to differentiate along many possible career paths.
Duke LEADER: Leadership Development for Researchers
Overview
The Duke University School of Medicine 2014 LEADER program is an interactive learning
program designed to equip junior faculty researchers with the knowledge and professional
competencies to effectively lead dynamic scientific research enterprises.
Goals
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Develop skills to lead effective and successful scientific laboratories or research
programs.
Promote collaboration with peers, senior investigators, and research staff.
Foster innovation and teamwork.
Discover and develop leadership skills to increase personal and team productivity.
Learn to manage conflict with confidence.
Duke/NUS (Singapore) Chief Residency Program
Overview
This national program aims to promote excellence in the medial education system and advance
Singapore healthcare by inspiring and fostering a sense of public service ethos and
professionalism in participants, equipping them with leadership, teaching, management, and
policy competencies while forging camaraderie that transcends the healthcare cluster.
Goals
By the end of the program, participants will be able to:
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Lead, educate, manage, and think through a systems lens to meet educational and
organizational needs
Develop and strengthen their capacities through peer, faculty, and senior leadership
mentoring
Collaborate effectively within and across organizations
DUMC Divsion of Otolaryngology Head and Neck Surgery (OHNS)
Overview
The five-year residency program consists of one year of general surgery and four years of otolaryngology-head and
neck surgery.
The four years of otolaryngology-head and neck surgery include extensive exposure to the medical and surgical
management of all facets of our specialty, including:
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Head and neck cancer
Otology
Sinus disease
Laryngology
Facial plastics and reconstruction
Allergy
Pathology
Radiology
Audiology
Dedicated research
Our program offers a wide exposure in benign and malignant tumors of the head and neck, neurotologic surgery,
facial plastic and reconstructive surgery, maxillofacial trauma, sinus surgery, pediatric otolaryngology, and the
broad scope of general otolaryngology surgical procedures. In addition, participation in research is required
throughout the residency. The hospitals involved in the training program include Duke University Medical Center
and the Durham VA Medical Center.
DUSON MSN Healthcare Leadership
Mission
The mission of the Duke University School of Nursing is to create a center of excellence for the
advancement of nursing science, the promotion of clinical scholarship, and the education of
clinical leaders, advanced practitioners and researchers. Through nursing research, education,
and practice, students and faculty seek to enhance the quality of life for people of all cultures,
economic levels and geographic locations.
Goals
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To develop academic programs that respond to societal needs for nursing expertise.
To provide high quality education as a foundation for lifelong learning and professional
careers in nursing and the broader health care enterprise.
To develop leaders in research, education, practice and administration. To lead
interdisciplinary research that results in innovative approaches to improving health and
illness outcomes.
To provide healthcare to patients and, in concert with community partners, develop and
test innovative models of care.
Family Medicine Leadership Tract
Goals
The goal of the Duke Family Medicine Residency program is to train physician leaders who
partner with health care and community leaders to meet the health needs of patients and
populations.
There are three overlapping training domains:
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Leadership development
Research/analytic skills acquisition and development
Population health improvement
Leadership development focuses on the skills needed to manage teams of professionals who
provide either direct or indirect patient care.
Research/analytic competency focuses on the skills required to develop interventions, measure
outcomes, and disseminate results.
Population health focuses on working with and improving the health of communities
Feagin Leadership Program
The mission of the John A. Feagin, Jr., MD Leadership Program is to provide selected members
of the medical profession at Duke University with leader development experience and
education opportunities based on core leadership principles that apply to multiple professional
fields.
Global Healthcare Management Development Program
Duke Medicine Global (DMG), the international collaboration arm of Duke Medicine, extends
the institutional mission of transforming medicine and health globally. We do this by expanding
Duke’s innovative scientific research and rapid translation of breakthrough discoveries and by
educating future leaders in science, research and healthcare. We practice and advocate
evidence-based medicine to improve community health across the globe and work towards
eliminating health inequalities.
Organized in 2009 under Duke’s Office of Corporate and Venture Development, DMG partners
with healthcare, education and business leaders to develop, coordinate and support Duke
Medicine’s strategic global activities to become a platform for capacity building, innovation and
bidirectional learning. DMG works across the entire institution and provides strategic planning
and prioritization for global activities with the School of Medicine, School of Nursing and Duke
University Healthcare System.
GME Concentration – Leaders in Medicine
The concentrations were developed in response to trainee and program feedback as well as to
prepare physicians for practice in the current & future health care system. These
concentrations will provide critical content to physician independent practice.
GME Concentrations are available to trainees across the institution and will be tailored to meet
individuals’ professional interests. Advisory committees will guide concentration requirements,
participant progress, and help foster educational value. Trainees will participate in the
development of their individualized education plan by choosing from a list of educational
opportunities related to their concentration. GME Program Director must approve trainee
participation in order to ensure the efforts will supplement training and benefit the
program overall.
Graduate School Certificate Programs
The Graduate School offers 31 certificate programs (most of which are interdisciplinary or
multidisciplinary) that draw upon the unique strengths of Duke's research institutes and
faculty. Certificate programs are designed to provide graduate students with advanced training
in interdisciplinary or emerging fields of knowledge by taking advantage of the distinctive
resources available at Duke or in the Research Triangle Park area. The requirements for each
Certificate program generally include additional course work and training that are outlined on
the relevant website below.
Hart Leadership Program
Overview
The Hart Leadership Program challenges students to practice the art of leadership in public life.
We believe that leadership is the art of getting people to face and take on difficult work in
groups, organizations, institutions and social systems.
Students in the Hart Leadership Program (HLP) discover that leadership and formal authority
are not the same thing; leadership is not handed over with a promotion or a title. It is a
demanding art that requires attention, courage and experimentation. It involves more than a
tool kit of skills. Leadership requires knowing one's strengths and weaknesses, understanding
complexity, asking the tough questions, and helping people deal with differences.
The Hart Leadership Program provides Duke University undergraduates with a unique
opportunity to practice this art. Courses give students analytical frameworks for grappling with
the problems facing our global community. Immersion experiences outside the classroom help
them see how policy works in the real world. Writing and discussion opportunities challenge
them to reflect critically on their experiences and make sense of them. One-on-one mentoring
helps students develop the skills, confidence and motivation to translate their learning into
action.
HLP students benefit from the kind of passionate teaching and boundary-crossing learning
more often associated with liberal arts colleges than research universities. At the same time,
they have access to the immense resources and scholarly expertise of the Sanford School of
Public Policy and Duke University, and the opportunity to learn first-hand from community
partners locally, nationally, and around the world.
With guidance from our innovative faculty, students identify their own passions, competencies
and vision for practicing the art of leadership in public life. They leave the program with a
deeper understanding of the difficulties facing our world and a stronger commitment to making
a difference.
Integrative Healthcare
Mission
Duke Integrative Medicine is committed to transforming the way healthcare is delivered in the
21st century. Our expert providers integrate the best of Western scientific medicine with
proven complementary therapies to address the whole person--body, mind, spirit, and
community. Our innovative model of care--including primary care, physician consultations,
health coaching, annual membership, and a broad array of clinical services, classes, workshops,
and trainings--is focused on healing and provides personalized, comprehensive support across
time.
Goals
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To develop, demonstrate, and implement effective integrative models for clinical
service.
To educate a new generation of health care professionals about integrative approaches
to care for the benefit of their patients and in their own lives.
To establish, through rigorous academic research, the efficacy and cost-effectiveness of
integrative models of care and integrative models of education.
To be a leading voice in the national discourse shaping the future of healthcare, based
on our experiences in new models of medicine, professional education, and research.
Johnson & Johnson Nurse Leadership Program
The Duke-Johnson & Johnson Nurse Leadership program provides advanced practice nurses
with transformational leadership development to prepare them to implement change in their
practice settings and within the evolving and challenging health care environment.
Goals
By augmenting the Fellows’ professional growth and development through a transformative
learning experience, the Duke-Johnson & Johnson Nurse Leadership program aims to increase
the number of advanced practice nurses who:
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possess core skills and competencies to effectively lead nurse-managed health care practices
utilize state-of-the-art tools and methodologies to catalyze change within systems of care
act on behalf of patients to address needs within the larger health care system
provide quality care that is efficient and effective to improve individual and community
health outcomes
Duke University School of Medicine Leadership Curriculum (LEAD)
Management and Leadership Pathway for Residents (MLPR)
Promoting transformative innovation in health and health care
Challenges throughout the world in health and health care — including access to care, quality of
services, and affordability — require solutions featuring transformative ideas and partnerships
across disciplines.
The Duke Institute for Health Innovation (DIHI) promotes innovation in health and health care
through high-impact research, leadership development, and cultivation of a community of
entrepreneurship.
DIHI aspires to bring innovative solutions to the most pressing challenges in health and health
care by catalyzing multidisciplinary teamwork across Duke University and Duke Medicine and by
fostering collaborations with national and international thought leaders.
Master of Health Sciences in Clinical Leadership (MHSCL) Program
Duke University is world renowned for its teaching, research and public service. One role of
a great university is to create unparalleled learning experiences at the graduate level.
Programs like the Master of Health Sciences in Clinical Leadership help Duke to continue to
set this standard. The Clinical Leadership Program reaffirms and continues our commitment
to educating leaders who accept increasing levels of responsibility and respond to rapidly
changing environments.
Duke's dedication to comprehensive health care education is where the concept for the
Clinical Leadership program was born. We recognize the dynamic forces that impact and
shape today's health care environment.
The Clinical Leadership program is offered through Duke's School of Medicine in
collaboration with the
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School of Nursing at Duke
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Fuqua School of Business at Duke
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School of Law at Duke
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The Terry Sanford Institute for Public Policy at Duke
The 42-hour course blends theory with practice. It develops students into versatile
and adept leaders willing to address the problems in the health care industry.
Graduates are better prepared to anticipate and respond to change, set new
direction, build partnerships and solve day-to-day problems. Skills like teambuilding,
teamwork, communication and creative problem solving are honed. Through realworld examples and hands-on education, the Clinical Leadership program prepares
clinicians for success in the ever-changing environment of regulation, deregulation
and shifting medical management organizations.
The Master of Health Science in Clinical Leadership creates leaders who:
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Create the environments required to improve health and health care, not just treat
diseases.
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Focus on delivery of health care in the context of the community and the population
served.
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Effect change through analytical decision making while balancing clinical effectiveness.
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Respond quickly by positioning, adapting, and restructuring for competitiveness.
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Anticipate trends, competitive forces and market pressures.
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Measure effectiveness through individual consumer and population health improvement.
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Collaborate with external partners and share accountability.
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Organize and administer complex clinical delivery systems.
This comprehensive program provides perspective and knowledge that is valuable for
health care leaders working in rural, urban or large-evolving organizations.
Primary Care Leadership Track (PCLT)
Duke School of Medicine has created the Primary Care Leadership Track (PCLT) to train students
to become primary care leaders. This project builds on a longstanding partnership between
Duke and the Durham community to understand the causes of health disparities, create a
strong research focus on community engagement, and learn how to redesign clinical programs
to better serve patient needs at the individual and population level.
Students will learn about medicine through the eyes of their patients and about community
health from the perspective of the Durham community. The PCLT is for students who want to
make a difference in primary care, our health care system, and how we work with of our
patients and our communities to improve health.
Residents as Leaders
School of Medicine Innovation & Entrepreneurship
The mission of the Duke University School of Medicine Innovation & Entrepreneurship
(DUSOMIE) activity group is to engage Duke medical students in innovation and
entrepreneurship. We hope to foster a community that reinvigorates medical student creativity
and imagination and encourages medical students to connect with fellow classmates, the Duke
University Health System, the broader Duke University I&E community, the exploding Triangle
I&E community, and national I&E outlets. The main idea is not to generate a bunch of medical
students who become entrepreneurs and leave their medical training – rather, it is to equip
students with knowledge, skills, attitudes and experiences to help make future Duke physicians
better leaders, innovators, and entrepreneurs to tackle the pervasive problems within health
care today.
Surgical Training and Education Promoting
The Center for Educational Excellence, Duke SOM and DCRI